Effects of education for sustainable development on personal norms regarding the scarcity of drinking water
DOI:
https://doi.org/10.5902/1983465969079Schlagworte:
Education for sustainable development, Drinking water scarcity, Value-belief-norm theory, SustainabilityAbstract
Purpose: This study aims to investigate effects of education for sustainable development (ESD) on university students' personal norms regarding the scarcity of drinking water in light of the value-belief-norm theory (VBN).
Design/methodology/approach: The empirical research was developed at the Federal University of Bahia. The final sample was composed of 1,096 university students. The questionnaire was validated qualitatively and quantitatively. For hypothesis testing, Structural Equation Modeling was employed.
Findings: Results indicated that the level of education for sustainable development positively impacted only biospheric values. The findings demonstrate that the impact of education for sustainable development depends on its quality, quantity, distribution, and diffusion in curricula.
Research implications: This research is based on VBN theory and contributes to the body of literature of EDS. It suggests that individuals' values are in fact guiding principles of their beliefs.
Practical implications: Biospheric values were found to have a positive effect on ecological beliefs. Nevertheless, it was found that in order to feel a moral obligation to act, students need to believe that, in fact, drinking water scarcity is a serious problem for society.
Social implications: This research adds insights to the matter of educating the younger generation of students in view of the recent (2021-2022) water crisis in Brazil.
Originality/value: The analysis of effects of "level of education for sustainable development” on individuals' values, impacting the VBN chain to explain student coping with drinking water scarcity is an original contribution of this study.
Downloads
Literaturhinweise
AGÊNCIA NACIONAL DE ENERGIA ELÉTRICA - ANEEL. (2021). Disponível em: <https://www2.aneel.gov.br/>. Acessed on may. 2021.
Aprile, M. C., & Fiorillo, D. (2017). Water conservation behavior and environmental concerns: Evidence from a representative sample of Italian individuals. Journal of Cleaner Production, 159, 119-129.
Astin, A. W. (1993). What matters in college: Four Critical Years. San Francisco: JosseyBass.
Bertoldo, R. B. (2014). Valorização social do pró-ambientalismo enquadrado por normas formais: uma análise psicossocial comparativa entre Brasil e Portugal. Tese (Doutorado em Psicologia), Instituto Universitário de Lisboa, Lisboa.
Brennan, A., & Lo, Y. (2002). Environmental Ethics. In: ZALTA, E. (ed). The Stanford Encyclopedia of Philosophy.
Castelló-Climent, A., & Hidalgo-Cabrillana, A. (2012). The role of educational quality and quantity in the process of economic development. Economics of Education Review, 31(4), 391-409.
Castro, J. E. (2007). Governança da água no século XXI. Ambiente & sociedade, 10(2), 97-118.
Chalmer, B. J. (1986). Understanding statistics. New York: CRC Press.
Chin, A. L., Negash, S., Xie, S., Arnold, S. E., & Hamilton, R. (2012). Quality, and not just quantity, of education accounts for differences in psychometric performance between african americans and white non-hispanics with Alzheimer's disease. Journal of the International Neuropsychological Society, 18(2), 277-285.
Corral-Verdugo, V., Bechtel, R. B., & Fraijo-Sing, B. (2003). Environmental beliefs and water conservation: An empirical study. Journal of Environmental Psychology, 23(3), 247-257.
Degasperi, T. C. Educação Ambiental e o trabalho com valores: construindo sentidos. (2012). In: Bonotto, D. M. B.; Carvalho, & M. B. S. S. (Org). Educação Ambiental e o trabalho com valores. São Carlos: Pedro e João.
Dietz, T., Fitzgerald, A., & Shwom, R. (2005). Environmental values. Annu. Rev. Environ. Resour., 30, 335-372.
Diwan, I., & Vartanova, I. (2018). Does education indoctrinate? The effect of education on political preferences. In: Democracies and Autocracies, n 1178, Working Papers, Economic Research Forum.
Fleuri, R. (2014). Sustentabilidade: desafios para a educação científica e tecnológica. Em Aberto, 27(91), 21-40.
Freire, Paulo. Pedagogia da autonomia: saberes necessários à pratica educativa. (1996). 22 ed. São Paulo. Paz e Terra.
Gorni, P. M., Gomes, G., & Dreher, M. T. (2012). Consciência ambiental e gênero: os universitários e o consumo sustentável. Revista de Gestão Social e Ambiental, 6(2), 165-179.
Hair, J., Black, W., Babin, B., & Anderson, R. (2014). Multivariate data analysis, 7th Pearson new international ed. Harlow, UK: Pearson Education.
Halstead, J. M. (1996). Values and values education in schools. Values in education and education in values, 3-14.
Hiratsuka, J., Perlaviciute, G., & Steg, L. (2018). Testing VBN theory in Japan: Relationships between values, beliefs, norms, and acceptability and expected effects of a car pricing policy. Transportation research part F: traffic psychology and behaviour, 53, 74-83.
Hooper, D., Coughlan, J., & Mullen, M. (2008). Evaluating model fit: a synthesis of the structural equation modelling literature. In 7th European Conference on research methodology for business and management studies, 195-200.
Hox, J. J., & Bechger, T. M. (1998). An introduction to structural equation modeling. Family Science Rewiew, 11, 354-373.
Hulin, C., Netemeyer, R., & Cudeck, R. (2001). Can a reliability coefficient be too high?. Journal of Consumer Psychology, 10, 55-58.
Jacobi, P. (2003). Educação ambiental, cidadania e sustentabilidade. Cadernos de pesquisa, (118), 189-205.
Jacomossi, R. R., Morano, R., & Barrichello, A. (2014). O comportamento ambiental de estudantes de graduação: um modelo internacional de equações estruturais aplicado no contexto brasileiro/environmental behavior of graduate students: an international structural equation model applied to the brazilian context. Revista de gestão social e ambiental, 8(3), 106-117.
Kang, J., Grable, K., Hustvedt, G., & Ahn, M. (2017). Sustainable water consumption: The perspective of Hispanic consumers. Journal of Environmental Psychology, 50, 94-103.
Lewis, E., Mansfield, C., & Baudains, C. (2008). Getting down and dirty: Values in education for sustainability. Issues in Educational Research, 18(2), 138-155.
Liu, X., Zou, Y., & Wu, J. (2018). Factors influencing public-sphere pro-environmental behavior among Mongolian college students: A test of value–belief–norm theory. Sustainability, 10(5), 1384.
MacCallum, R. C., Widaman, K. F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. Psychological methods, 4(1), 84-99.
Mardia, K. V. (1974). Applications of some measures of multivariate skewness and kurtosis in testing normality and robustness studies. Sankhy ́a B, 36, 115– 128.
Marôco, J. (2010). Análise de equações estruturais: Fundamentos teóricos, software & aplicações. Pêro Pinheiro: Report Number.
Moghadam, T., Raheli, H., Zarifian, S., & Yazdanpanah, M. (2020). The power of the health belief model (HBM) to predict water demand management: A case study of farmers’ water conservation in Iran. Journal of environmental management, 263, 110388.
Muijen, H. (2004). Integrating value education and sustainable development into a Dutch university curriculum. International Journal of Sustainability in Higher Education, 5 (1), 21-32.
Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. San Francisco: Jossey-Bass.
Raeisi, A., Bijani, M., & Chizari, M. (2018). The mediating role of environmental emotions in transition from knowledge to sustainable use of groundwater resources in Iran's agriculture. International Soil and Water Conservation Research, 6(2), 143-152.
Raubenheimer, J. (2004). An item selection procedure to maximize scale reliability and validity. SA Journal of Industrial Psychology, 30(4), 59-64.
Saurí, D. (2013). Water conservation: Theory and evidence in urban areas of the developed world. Annual Review of Environment and Resources, 38, 227-248.
Schwartz, S. H. (1977). Normative influences on altruism. In Advances in experimental social psychology 10, 221-279..
Schwartz, S. H., & Bilsky, W. (1987). Toward a universal psychological structure of human values. Journal of personality and social psychology, 53(3), 550.
Schweizer, K. (2010). Some guidelines concerning the modeling of traits and abilities in test construction. European Journal of Psychological Assessment.
Sheldon, K. M. (2005). Positive value change during college: Normative trends and individual differences. Journal of Research in Personality, 39(2), 209-223.
Smilingytė, E., & Šorytė, D. (2021). Applying Value-Belief-Norm Theory to Investigate Students' Waste Prevention Behaviour. Psichologija, 63, 40-55.
Steg, L., Bolderdijk, J. W., Keizer, K., & Perlaviciute, G. (2014). An integrated framework for encouraging pro-environmental behaviour: The role of values, situational factors and goals. Journal of Environmental psychology, 38, 104-115.
Steg, L., Dreijerink, L., & Abrahamse, W. (2005). Factors influencing the acceptability of energy policies: A test of VBN theory. Journal of environmental psychology, 25(4), 415-425.
Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A., & Kalof, L. (1999). A value-belief-norm theory of support for social movements: The case of environmentalism. Human ecology review, 81-97.
Stern, P. (2000). Toward a coherent theory of environmentally significant behavior. Journal of social issues, 56(3), 407-424.
Su, H., Zhao, X., Wang, W., Jiang, L., & Xue, B. (2021). What factors affect the water saving behaviors of farmers in the Loess Hilly Region of China?. Journal of Environmental Management, 292, 112683.
Topal, H. F., Hunt, D. V., & Rogers, C. D. (2021). Exploring Urban Sustainability Understanding and Behaviour: A Systematic Review towards a Conceptual Framework. Sustainability, 13(3), 1139.
Udall, A. M., de Groot, J. I., De Jong, S. B., & Shankar, A. (2021). How I See Me—A Meta-Analysis Investigating the Association Between Identities and Pro-environmental Behaviour. Frontiers in psychology, 12, 642.
Unesco. Organização das Nações Unidas para a Educação, a Ciência e a Cultura. Education for Sustainable Development Goals: learning objectives.2017. Disponível em: <https://unesdoc.unesco.org/ark:/48223/pf0000252197>. Acesso em: 15 nov. 2018.
Whitley, C. T., Takahashi, B., Zwickle, A., Besley, J. C., & Lertpratchya, A. P. (2016). Sustainability behaviors among college students: An application of the VBN theory. Environmental education research, 24(2), 245-262.
Wiernik, B. M., Ones, D. S., & Dilchert, S. (2013). Age and environmental sustainability: A meta-analysis. Journal of Managerial Psychology, 28(7), 826-856.
Woodhouse, P., & Muller, M. (2017). Water governance—An historical perspective on current debates. World Development, 92, 225-241.
Wu, L., & Zhu, Y. (2021). How love of nature promotes green consumer behaviors: The mediating role of biospheric values, ecological worldview, and personal norms. PsyCh Journal, 10 (3), 402-414.
Yang, B. Factor analysis methods. (2005) In: Swanson, R. A.; & Holton, Elwood F (Ed). Research in organizations: Foundations and methods in inquiry. Berrett-Koehler Publishers.
Yıldırım, B. Çakır & Semiz, G. Karaarslan. (2019). Future teachers’ sustainable water consumption behavior: a test of the Value-Belief-Norm theory. Sustainability, 11(6), 1558.
Yusoff, M. S. B., Rahim, A. F. A., Mat Pa, M. N., See, C. M., Ja’afar, R., & Esa, A. R. (2011). The validity and reliability of the USM Emotional Quotient Inventory (USMEQ-i): its use to measure Emotional Quotient (EQ) of future medical students. International Medical Journal, 18(4), 293-299.
Zhang, S., Zhao, M., Ni, Q., & Cai, Y. (2021). Modelling Farmers’ Watershed Ecological Protection Behaviour with the Value-Belief-Norm Theory: A Case Study of the Wei River Basin. International Journal of Environmental Research and Public Health, 18(9), 5023.
Downloads
Veröffentlicht
Zitationsvorschlag
Ausgabe
Rubrik
Lizenz
Copyright (c) 2022 Revista de Administração da UFSM
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
Authors of articles published by ReA/UFSM retain the copyright of their works, licensing them under the Creative Commons (CC-BY 4.0), which allows articles to be reused and distributed without restriction, provided that the original work is properly cited.
